1. Welcome to
Using games creatively to enhance
Information Literacy sessions
By
Susan Boyle
Support : Julia Barrett and Sean Hughes
Type relevant English Type relevant Irish
Theme: Unit Name into in ILlanguageLILAC 2011
language
Creativity Unit Name into
this text box in Title Master. this text box in Title Master.
Contact: Susan.Boyle@ucd.ie
© Susan Boyle 2010

2. Have you tried Games?
© Susan Boyle 2010

3. Workshop Plan
• Presentation (15 min)
• Game play (4 min)
• Create a take-away game
(18 min)
• Feedback - the games created
by delegates during this
workshop (20 min)
See slides 30-34 !
© Susan Boyle 2010

4. Presentation Segment
15 minutes
© Susan Boyle 2010

5. Why use Games in IL?
Pedagogy should be focused on
arousing student imagination
and engagement.
Terry Barrett
© Susan Boyle 2010

6. Games are wonderful
pedagogical tools….
Ice breakers Active
& Learning
Peer learning
devices
Induce feelings of Good for dipping
accomplishment & points in session
success
© Susan Boyle 2010

7. Thoughts on Games & Creativity
The key is to
One cannot legislate for
creativity, but one can think EDU-
create the conditions in tainment as
which creativity is more opposed to
likely to thrive.. Idea Enter-tainment.
Generation, Determination
to succeed, Self-
confidence Felicia Smith
Paul Kleiman
© Susan Boyle 2010

8. The Library image benefits
from innovative practice
“Surprising customers
with new and
interesting services
can make them come
back, even just to
see if something else
new is happening”
Rossiter, Nancy (2008)
Image Source Crystl flickr (2005)
© Susan Boyle 2010

9. Games release the learning hostage
By including a gaming element in
library teaching skills I believe
the potential exists to excite
this millennial generation about
information literacy and to
infuse them with lifelong library
skills.
Doshi, Ameet (2006)
© Susan Boyle 2010

10. Games as an innovative
technique in IL?
Connect
Universal Add variety & learning and
spice connect with
different
learners
Avoid
Arouse Engage boredom add
Curiosity students interesting
highlights into
IL
© Susan Boyle 2010

11. Literature on games and
fun learning
Many games teach skills that have been
identified as necessary for learning or
for post-higher-education life:
teamwork, information seeking, self-
assessment, communication, numeracy, s
patial literacy.
Alexander, Bryan (2008)
© Susan Boyle 2010

12. Dr Stephen Covey Game play
Do the big rocks first - Video
With Kind Permission of the Franklin Covey Foundation
© 2005 FranklinCovey Co. All rights reserved. For internal use only.
Duplication and use for unauthorised training purposes are strictly prohibited.

13. Dr Covey Workshop Game Video
Big Rocks Game
• Rocks = tasks
• Learning Objective
Time management - how to prioritise
tasks in your life
© Susan Boyle 2010

14. Did you Notice?
Simple
Engaged the audience
Reached Learning objectives
(Priorities, do the big tasks first)
Fun = Relaxed learning
© Susan Boyle 2010

15. My Game Tips
 Fun
 Quick
 Simple
 Easy to play & grasp
 Designed around a specific
learning objective
 Follow up with correct play
 Reflect on the game play
after the session
© Susan Boyle 2010

16. Please acknowledge the
original game designer if
you are using their game in
your session!
© Susan Boyle 2010

17. Non-digital game ideas
Stepping Stones Game
Image Source: http://2.bp.blogspot.com/_FfXkHFSe-m0/Sv9BAdonH1I/AAAAAAAABSM/Hj3ambZeSYY/s400/steppingstone.jpg
Stepping Stones Game Susan Boyle(2010)Boyle 2010
© Susan

18. Non-Digital game ideas
Bin or Basket
Source : Lukáš Malý (2008)
Why?Imge Source : http://www.malepregnancy.com Source : T P Martins (2005)
Bin or Basket Game concept
Susan Boyle (2011)
© Susan Boyle 2010

19. Non-digital game ideas
Citation Shuffle
(2011) 14,(3)
Murphy, Rosen, Asthma control,
British Journal of Nursing. p.32-53.
Citation Shuffle Game
Kathryn Smith (2011)
© Susan Boyle 2010

20. Non-digital game ideas
Sticky Databases
Cinahl Science Direct PubMed
Top 25 articles Nursing articles
Clinical Trials
Technology
Evidence Based
Care sheets Hot Topics
Sticky Databases Game
Susan Boyle(2011) © Susan Boyle 2010

21. Non-digital game ideas
Sticky Databases
Cinahl Science Direct PubMed
Top 25 articles
Nursing articles
Clinical Trials
Technology
Evidence Based
Care sheets Hot Topics
Sticky Databases Game
Susan Boyle(2011) © Susan Boyle 2010

22. Non-digital game ideas
Sticky Databases
Cinahl Science Direct PubMed
Top 25 articles Clinical Trials
Nursing articles
Technology
Evidence Based
Care sheets Hot Topics
Sticky Databases Game
Susan Boyle(2011) © Susan Boyle 2010

23. My experience..
Break out Good
Intuitive reaction
Identify learning
objectives &
look for Correct
You will have game models Play
more time for
Game design
Success with
Learning? 4th yrs, PG’s &
Scale 1-10 PBL students
© Susan Boyle 2010

24. My Matching Pairs Game
Used to narrow a
search.
AND
SNAP!
Results return both
or all words in the
search
Matching Pairs Game
Susan Boyle(2011)
© Susan Boyle 2010

25. The Matching Pairs Game Design Form
Student Group:
Nursing 4th years
Learning Objective :
To understand searching techniques
Name of Game:
Matching Pairs
Aim of the Game:
Match the search technique name to
what it does
© Susan Boyle 2010

26. Game Design Form continued
Playing time: 10 minutes
Game Format: Special Cards
Game Description:
Students in small groups discuss
which search tool goes with which
search function and arrange the cards
into matching pairs.
Game Rules:
Students are not allowed to consult
other materials during the game.
© Susan Boyle 2010

27. Game Design Form continued
Instructor Guidelines:
• Arrange students into small groups
• Identify Reader, Chair, Timekeeper
• Follow up with correct play
• Include question on game in
assessment
• Use game as form of assessment.
© Susan Boyle 2010

28. You have 4 minutes
Play the matching pairs game
….match the pairs
© Susan Boyle 2010

29. Correct Play
Only returns results that have
Usedinto exclude aa in
Makesthenarrowletter
Used a broaden a
cancer
to search for
singletumour
title and
keywordmore words
the a wordfrom a
in abstract a variable.
search and retrieve
two or
search orside by side
more are remove
and retrieve a
that results.
Wildcard
Phrase
Field
AND
NOT
OR irrelevant wom*n
Example: records
smaller document
in a no. of
Searching from results
Results results.
relevantreturn either
Results returned
or at least
Example one
A specified keyword
would include
keyword in imaging”
Results return
“Diagnostic theboth
will not be returned
records
search. containing
or all words in the
in the results
woman,
search. women
© Susan Boyle 2010

30. Brainstorming &
Create a Game Segment
18 min
© Susan Boyle 2010

31. Instructions
• Read your scenario
• Brainstorm ideas for a Game
• Fill out a game design form
• Prepare to feedback your design
form.
• Pick a feedback representative
© Susan Boyle 2010

32. Brainstorm
Time allowed
8 minutes
© Susan Boyle 2010

33. Game Design Form
Time allowed
10 minutes
© Susan Boyle 2010

34. Feedback Segment
20 min –
4 min per table
The following slides detail the
games developed at each
table by delegates during this
workshop agreed to be for
common use in IL.
© Susan Boyle 2010

35. Table 1 Take away Game:
Catalogue shopping
Game Design Form
Student Group: 1st year Engineering
Learning Objective :To teach students about the catalogue
Name of Game: Catalogue shopping
Aim of the Game: Identify the different resources available on the
catalogue. Place Correct resource items in basket.
Playing time: 15 mins.
Game Format: Cards + bin + basket
Game Description: Set of 12 resource format cards listing books, journals,
dvds, bones etc. 2 cards are duds the rest are real. Players work out 10 real
and 2 duds.
Game Rules: Not allowed use of actual catalogue (second stage...)
Instructor Guidelines: Organise students into groups maximum of 6 per
group. Reader & timekeeper follow up with correct play. (Eg: bones).
© Susan Boyle 2010

36. Table 2 Take away Game:
Can we build it yes we can
Game Design Form
Student Group: Masters Humanities students
Learning Objective: How to approach a literature review
Name of Game: Can we build it, yes we can
Aim of the Game: To understand the scope of the search, types of
information resources and keywords as part of the process
Playing time: 20 minutes
Game Format: Lego….building blocks
Game Description: Student in small groups, create visual representation of
the process involved in starting a literature review based on given example.
Give them blocks and boards, different colours, sizes. Then describe
process.
Game Rules: not completed
Instructor Guidelines: not completed
© Susan Boyle 2010

37. Table 3 Take away Game:
Library Fortunes
Game Design Form
Student Group: Mature PG Dip Social Science
Learning Objective : To teach students how to focus a search
Name of Game: Library fortunes
Aim of the Game: Focus your search using keywords suggested by team
broaden your search (should involve understanding and thinking about
keywords. Brainstorming keywords. Narrowing, broadening)
Playing time: Egg/sand timer, 3 minutes per round or table
Game Format: big quiz cards for main term to brainstorm. (6 keywords,
right and wrong answers. Like family fortunes, bonus words, audio clues)
Game Description: Students in groups of 4. 1 Key concept per group if time
possibly play again.
Game Rules: Cannot consult other materials. no computers
Instructor Guidelines:Check you have the right terms in advance. prepare in
advance, round 1 then feedback, then repeat rounds.
© Susan Boyle 2010

38. Table 4 Take away Game:
Lucky Dip Bingo
Game Design Form
Student Group:Final Year Life Science students
Learning Objective : To teach the importance of using quality assured
evidence for study & work & real world working practice
Name of Game: Lucky dip bingo
Aim of the Game: To retrieve the resources, that meets all the evaluation
criteria / checklist
Playing time: 10 minutes
Game Format: Bin full of folded paper indicating different information
resources. Eg: lists of sources, invalid and valid. Discuss in group. Tick off
criteria, bingo.
Game Description: Discuss evaluating resources first. Small groups pick
paper out of basket and discuss- tick off a checklist- like a bingo form. Full
house wins.
Game Rules: Group decision / no consultation with other groups. Quick.
Instructor Guidelines: Prepare in advance. Instructor given checklist
© Susan Boyle 2010

39. Table 5 Take away Game:
To cite or not to cite
that is the question
Game Design Form
Student Group 2nd Year architecture students
Learning Objective : To understand plagiarism and how to avoid it.
Name of Game: To cite or not to cite , that is the question.
Aim of the Game: To identify copyrighted images and whether or not they
need to be cited
Playing time: 8 minutes
Game Format: Matching cards
Game Description: Copyrighted images introduce concept. Students receive
image cards with different sources and must categorize in “no use, cite or
no cite”
Game Rules: Students are in small groups (5) each have a set of cards.
Group members can help card placer.
Instructor Guidelines: Not given
© Susan Boyle 2010

40. If there had been more time at
the workshop, I would have
opened the floor for
discussion/questions on the
games and captured ideas on
the following discussion
cloud.....
© Susan Boyle 2010

41. Workshop Discussion cloud...
Benefits Challenges
Triggered
Uses
ideas
© Susan Boyle 2010

42. Game Based Learning Blogs & Conferences
http://kiili.wordpress.com/ http://egenfeldt.eu/blog/
http://playthinklearn.net/ http://www.academic-conferences.org/ecgbl/ecgbl2010/ecgbl10-

43. Interested in this Topic?
Alexander, Bryan (2008) Games for higher education EDUCAUSE
Review, (43) 4 (July/August 2008) Available at
http://www.educause.edu/EDUCAUSE+Review/EDUCAUSERe
viewMagazineVolume43/GamesforHigherEducation2008/163
066
Barrett, Terry and Donnelly, Roisin (2008) Encouraging Student
Creativity in Higher Education. In Higgs, B & Mccarthy, M
(Eds.) Emerging Issues II. The Changing Roles and Identities
of Teachers and Learners in Higher Education. 115-130
Doshi, Ameet (2006) Gaming could improve information Literacy
Computers in Libraries. May 2006 14-17
Fuszard, B. (2001). Gaming. Fuszard's Innovative Teaching
Strategies in Nursing. A. J. Lowenstein, M. J. Bradshaw and B.
Fuszard. Gaithersburg, MD, Aspen Publishers: 112-120.
Jaffe, L. (2007). Games Amplify Motivation in Education.
Innovative Teaching Strategies in Nursing and Related Health
Professions. M. J. Bradshaw and A. J. Lowenstein.
Sudbury, Mass., Jones and Bartlett Publishers: 161-172.
Paul Kleiman (2005) Beyond the Tingle Factor: creativity and
assessment in higher education Presented at ESRC
seminar, University of Strathclyde, Scotland.
© Susan Boyle 2010

44. Thank you for your
participation!
For more information
contact Susan Boyle at
Susan.Boyle@ucd.ie
© Susan Boyle 2010